Looking at research on medical education, progress has been made in regards to moving learning materials into virtual reality, augmented reality and digitally simulated environments. What was once subject matter primarily taught through in-class instruction has been reproduced utilizing simulation and VR/AR applications. In research, these models are better received than traditional methods of videos and instructor demonstrations regarding realism, identifying landmarks, visualization of internal organs, ease of use, usefulness, and promoting learning and understanding (Aebersold et al., 2018).
These scenarios and simulations will encourage the learner to apply their knowledge, gain skills, and attain mastery of various medical procedures. In recent years several simulation-based serious games have been successfully developed for mastering specific content, indicating the high potential of simulation used for pedagogical purposes (van der Zee et al., 2012). One of the benefits that is evident in creating simulation-based education for medical students is the ease of access to materials from remote locations. This provides the student's flexibility in how and when they learn. This is also advantageous in the current climate in regards to the pandemic, as restrictions are still in place for the education system at large and there is limited access to institutional space and lab equipment.
Given the recent restrictions caused by the ongoing pandemic, remote learning has become a viable solution for many students enrolled in post-secondary studies at both undergraduate and graduate levels. Although the development cost is high for creating medical-related simulations and VR/AR content, the investment is well worth the effort to students in medicine. Further studies reported positive student experiences with VR technologies, including increased engagement, enriched learning, and ease of use (Thompson et al., 2020).
VR/AR and simulation also allow the learner to test and retry steps as many times as needed to attain mastery of skills and concepts. This ability to retry and test fundamental lessons in medicine is not necessarily possible when using real-world devices and procedures. In such instances, simulation environments can be excellent learning tools because they allow replicating real contexts and creating training situations that only occur in very specific circumstances (Gouveia et al., 2011). For example, if one considers a course on anatomy, a demonstration that uses a cadaver can only be repeated a number of times before the test subject must be disposed of. This, however, is not the case with VR/AR technology and simulation, as a test subject can be tried and examined indefinitely.
Dirksen (2016) noted that having Information alone does not accomplish anything, but accomplishment comes from information being used to do something. With VR technology and handheld controls, the learner can simulate real-world skills in a virtual environment. Simulation-based learning through VR and AR technology will give the learner the necessary tools to develop the procedural skills expected of them academically and professionally. Scenarios and VR environments created for medical education will be programmed according to real-world operating parameters. These rules of practice will be part of the simulation, which means that the student will be completing the course with understanding of fundamental skills and principles.
Kamphuis et al. (2014) state that learning supported with AR technology enables ubiquitous, collaborative and situated learning. Medical scenarios using VR/AR technology will take into account working with other medical staff in various operating procedures. This will enable the learner to understand and appreciate working in a team and how to coordinate tasks effectively. Implications on game design involve the creation of virtual environments where the player can gain knowledge through exploration and practice, manipulate objects, and collaborate with other people (DeGloria et al., 2014).
Simulation-based training utilizing VR/AR technology will deliver a sense of immediacy and immersion in medical education. As for affordances of virtual and augmented environments, such technology has the potential to spark meaningful experiences that increases transfer of learning for students in the field of medicine.
References
Aebersold, M., Voepel-Lewis, T., Cherara, L., Weber, M., Khouri, C., Levine, R., & Tait, A. R. (2018). Interactive Anatomy-Augmented Virtual Simulation Training. Clinical simulation in nursing, 15, 34–41. https://doi.org/10.1016/j.ecns.2017.09.008
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F., Berta, R., & Lavagnino, E. (2014). Serious Games for education and
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Serious Games, 1(1). https://doi.org/10.17083/ijsg.v1i1.11
Dirksen, J. (2016) Design for how people learn. United States of America: New Riders.
Gouveia, D., Lopes, D., & de Carvalho, C. (2011). Serious gaming for experiential learning. 2011 Frontiers in Education Conference (FIE), T2G–1–T2G–6. https://doi.org/10.1109/FIE.2011.6142778
Kamphuis, C., Barsom, E., Schijven, M., & Christoph, N. (2014). Augmented reality in medical education?. Perspectives on medical education, 3(4), 300–311. https://doi.org/10.1007/s40037-013-0107-7
Thompson, D., Thompson, A. & McConnell, K. (2020). Nursing students' engagement and experiences with virtual reality in an undergraduate bioscience course. International Journal of Nursing Education Scholarship, 17(1). https://doi.org/10.1515/ijnes-2019-0081
van der Zee, D., Holkenborg, B., & Robinson,
S. (2012). Conceptual modelling for simulation-based serious gaming. Decision Support Systems, 54(1), 33–45. https://doi.org/10.1016/j.dss.2012.03.006
